Towards a Kerala-centric model of cognitive emotion regulation for students with learning disabilities: Synthesizing theory, policy, and practice

Abstract

This paper examines the behavioral challenges faced by students with learning disabilities (LDs) in India, with a specific focus on Kerala. In Indian classrooms, learning impairments are becoming an increasingly recognised big problem. It is believed that between 10 and 12 percent of children who attend school have some form of learning disability. Students frequently struggle with behavioural disorders such as inattention, hyperactivity, hostility, impulsivity, and disengagement, in addition to the scholastic challenges they face. The classroom surroundings are disrupted, the stress levels of teachers are increased, and stigma and social isolation are contributed to as a result of these difficulties. The state of Kerala continues to struggle with recurrent behavioural challenges among kids with learning disabilities (LD) owing to academic pressure, family expectations, and poor teacher readiness. This is despite the state's strengths in literacy, inclusive legislation, and community engagement. The research makes use of a conceptual, review-based methodology, relying solely from secondary sources such as research that has been subjected to peer review, reports from the government, evaluations from non-governmental organisations, and policy papers. An method known as theme synthesis is utilised in order to compare and contrast global and Indian models of cognitive emotion regulation, as well as to analyse the existing framework in Kerala and to suggest a conceptual model that is centred on Kerala and is based on Self-Regulation Theory. A number of foreign methods, including school-based cognitive behavioural therapy, socio-emotional learning integration, and teacher-mediated interventions, are examined in this research. Additionally, Indian interventions in the states of Tamil Nadu, Karnataka, Delhi National Capital Region, and Maharashtra are also discussed. When looking at the instance of Kerala, strengths, behavioural issues, and gaps in implementation are all taken into consideration. This study presents a model focused on Kerala that includes techniques for the classroom, teacher empowerment, the integration of social and emotional development, counselling for parents, and community sensitisation. The model's steps centre on evaluation, intervention, tracking, and reward. According to the results, in order to achieve full inclusion, it is necessary to deal with students' behavioural as well as academic issues, and Kerala is in a prime position to lead the way in India by developing a scalable approach. Some of the suggestions include conducting pilot tests and comparing results from other states to inform future study on topics such as parental awareness, school-level socio-emotional programming, teacher training, and policy change.